Universal Journal of Educational Research 8(12A): 7607-7615, 2020 http://www.hrpub.

org
DOI: 10.13189/ujer.2020.082546

Impact of Pandemic COVID-19 to the Online Learning:

Case of Higher Education Institution in Malaysia
NurHaiza Bt Nordin*, NurNaddia Bt Nordin

Faculty of Entrepreneurship and Business, Universiti Malaysia Kelantan, Malaysia

Received September 6, 2020; Revised November 17, 2020; Accepted November 29, 2020

Cite This Paper in the following Citation Styles

(a): [1] NurHaiza Bt Nordin, NurNaddia Bt Nordin , "Impact of Pandemic COVID-19 to the Online Learning: Case of
Higher Education Institution in Malaysia," Universal Journal of Educational Research, Vol. 8, No. 12A, pp. 7607 - 7615,
2020. DOI: 10.13189/ujer.2020.082546.
(b): NurHaiza Bt Nordin, NurNaddia Bt Nordin (2020). Impact of Pandemic COVID-19 to the Online Learning: Case of
Higher Education Institution in Malaysia. Universal Journal of Educational Research, 8(12A), 7607 - 7615. DOI:
10.13189/ujer.2020.082546.
Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract This study aim is to examine and evaluate
the impact of COVID-19 on education systems, which is
the implementation of online learning (OL) during
Movement Control Order (MCO) to higher learning
education institution in Malaysia. A questionnaire was
developed, and a random sampling of data was performed.
Three hundred and fifty-two samples were collected using
the Smart PLS-Structural Equation Modeling (SEM)
technique to analyze the results. The study shows that
acceptance, usability, satisfaction, and technical skills play
a pivotal role in inspiring online learning effectiveness for
the institution of higher education. Such consideration
allows the entire higher education institution in Malaysia to
recognize the importance of online learning in education in
a consistent way. All the factors influence the sustained
positive efficacy except acceptance of online learning. The
present study covers only the institutions of higher learning.
Entire elementary and secondary school students also
participate in online learning, so this group can also be
included for further studies. The research would continue
to develop the online learning environment, and the study
of higher education organizations is gradually embracing
learning as an alternative to conventional classroom
learning for current students and as a means to extend its
scope to new students. Adopting online learning and its
technologies requires significant investment in the staff,
resources, energy, and space that administrators and those
in educational leadership need to be justifiable. Just a few
have explored the effect of COVID-19 on the education
system and how online learning are conducted during
MCO and using Smart PLS is a novel concept and it is a
research of its kind from first hand.
Keywords COVID-19, Online Learning, Acceptance,
Usability, Satisfaction, Technical Competencies, Smart
PLS
1. Introduction
Schools and higher education institutions have been
challenged by significant shifts in diverse contexts due to
the COVID-19 and Malaysia Movement Control Order
(MCO). With modern gadgets and the Internet, students
today grow up. Its practices are also distinct from those of
the previous generation. As such, identifying these
differences and designing educational suitable for their
learning styles, characteristics, and attitudes are
challenges faced by educational practitioners and
designers. Students’ expectation and their satisfaction
with online learning courses have received significant
interest from educational practitioners. Student
expectations and their satisfaction with online learning
courses have received significant interest from educational
professionals and researchers. However, for all levels of
students’ elementary, secondary, to higher-level
institutions, an observational study of online learning
performance. Acceptance, satisfaction, accessibility, and
online learning technical competencies are the metrics
used in this study for the success of online learning and
are still to be seen at all levels of students. In previous
7608 Impact of Pandemic COVID-19 to the Online Learning: Case of Higher Education Institution in Malaysia
research, this analysis addresses differences.
The reach of e-learning is online learning, which takes
place only via the internet. The use of internet technology
to provide a wide variety of information and performance-
enhancing solutions [33] refers to e-learning. According to
[23], e-learning encompasses Web-based learning (WBL),
Internet-based training (IBT), and automated distribution
of learning (ADL), and online learning (OL). Besides,
e-learning offers instruction in a wider sense through all
interactive platforms, such as the internet, intranets,
extranets, and hypertext/hypermedia documents [10]. The
reach of e-learning includes networks, higher education,
K-12 schools, corporation, government offices, non-profit
organizations, households, and public spaces [33]. In that
respect, educators will use e-learning to increase the
quality and efficacy of instructional programs when
dealing with social, science, and pedagogical problems.
Using online learning as an e-learning tool, students can
typically access online lessons at any time and place they
have internet access. Different course management
systems used for online learning enable synchronous as
well as asynchronous communication between students
and instructors.
During the COVID-19 pandemic at the time of the
Malaysia Movement Control Order (MCO), much of the
schooling for students is using online learning. Besides,
online learning also enhances student-to-student and
lecturer-to-student communication skills, allows
student-centered instructional strategies, provides 24/7
access to course materials, provided just in time methods
for determining and evaluating students’ needs. However,
online learning at the time of the Malaysia Movement
Control Order (MCO) is successful in producing a higher
school enrolment.
This study was conducted in public and private
universities, with student participation for a higher
education institutions. A web-based survey was developed
with online learning classes to understand the acceptance,
satisfaction, usability, and technical skills of the students.
The research aimed to collect 350 higher learning
responses. The purpose of this research is to explore the
relationship between acceptance, satisfaction, usability,
and technical skills with online learning and thirdly to
examine the role of interaction in the online learning
process.
Figure 1. Research Framework
2. Literature Review
All aspect of people’s lives has been invaded by
information technology (IT). The way individuals,
businesses and organizations present, disseminate, and
communicate their messages is transforming technology,
generating an omnipresent learning experience, and
speeding up the information society. One of the key
strategic fields will reach a high degree of knowledge
learning and management in an information society.
Against this context, IT has broadened the area of
education and brought a new element of excellence to the
ever-changing notion of educational quality. With rapid
technological advances in mind, educators are now taking
a second step into the very center of learning and are still
looking for innovative approaches to the production of
learning. Teachers are inspired to use these new technical
products more efficiently. Students are now facing more
open spaces where they can receive self-initiated tuition,
enabling them to engage in lifelong learning. With these
difficulties and opportunities in mind, some researchers
have highlighted the ability of online courses to promote
the present creation of pedagogy and learning
environment focused explicitly on constructivist concepts
[11] and [37].
Literature notes that the creation of personal knowledge
about the outside world of encouraged by constructivist
learning environments. This mechanism is facilitated by
experiences representing realities through real-world,
case-based learning contexts and encouraging the creation
of common knowledge. Significant concerns have been
posted, on the other hand especially concerning the
quality of e-learning. Since online learning without
physical interaction is self-directed learning, and the level
of engagement has been the focus of debate about how to
improve performance. Many researchers [18] and [29],
centered on connectivity as the main feature of online
learning in terms of content. On the other hand, [29]
proposed three forms of interactivity; a) material
interaction (cognitive presence); b) teacher interaction
(teaching presence); and c) classmate interaction (social
presence).
While [39] interpreted the ‘fourth wave’ of online
technology as a means of enhancing engagement and
thereby improving quality [6], it indicated a framework
composed of three building blocks of input-process-output
in the learning process against learning/teaching
objectives. Despite the rising need for and the interest in
enhancing the standard of interaction within the
hospitality discipline of online learning, there is little
types of research on the quality of interaction and student
perceptions of performance. Acquiring awareness and
information about the needs of the students would be the
starting point for diagnosing the present state of online
learning in hospitality. As such, the purposed of this
analysis is to explore the relationship between perceived
 Universal Journal of Educational Research 8(12A): 7607-7615, 2020
interaction characteristics.
This analysis is focused on the implementation in
fulfillment of these objectives of the online principle
proposed by [6]. One of the students’ performance drivers
of an online program is online learning, a sense of
belonging to the learning community, encouragement,
peer and family support, time management skills, and
increased communication with the teacher [12].
E-learning provides different benefits, according to [5]
and [34]. All the advantages found in the literature are
accessibility, time and location versatility, avoidance of
campus traffic, a wide range of course choices, lifelong
learning, social integration and networking, more
advanced knowledge, financial benefits, and
multimedia-rich content.
Studies conducted by [21], [30], and [34] also
demonstrated that online e-learning can be as successful
as traditional face-to-face classroom learning for student
achievement. E-learning technology can promote
student-based learning and help create a shared learning
community as well. Student-centered e-learning
encourages students to fully engage in the course of
learning and measure the pace of their learning.
In applying collaborative and constructivist theories,
particularly in conjunction with the use of internet tools,
the benefits of student-centered learning are increasing
significantly [37]. According to e-learning studies [19],
e-learning is used as a compulsory alternative to teaching
and learning in higher education around the world.
Despite its relevance and success, many concerns exist
concerning for to its usage and effectiveness.
Universities face problems with the poor use of
e-learning by students and even academic staff. This
research examines the adoption of e-learning by students
at universities using an updated TAM paradigm consisting
of six constructs, including instructor characteristic,
machine self-efficacy, course architecture, perceived
utility, perceived ease of use, and intention to use. This
results from Tunku Abdul Rahman University College
(TARUC), Johor, with 95 undergraduates’ students. The
knowledge was analyzed using SEM. Results found that
computer self-efficacy has a substantial impact on
user-friendliness, while the perceived user-friendly line
significantly affects the desire to use e-learning.
E-learning has many excellent benefits, providing
everyone with flexible instruction and equal schooling
[32]. [32] has radically improved the self-study process
because of the opportunity to tailor and efficiently satisfy
the learners’ demands. The findings showed that it was
important to provide facilities and technologies, human
capital, climate, evaluation, management and delivery,
support, and pedagogical aspects.
In several institutions of higher education, including
Malaysia [40], blended learning has been widely used.
Therefore, teachers and universities need to be
well-equipped with sufficient expertise and skills to allow
7609
the effective application of blended learning. The finding
reveals that there are positive satisfaction of the learners
with the blended learning employed at their institution. In
the case of Al-Madinah International University in
Malaysia, the admission model for e-learning services
should be tested [41]. The results point to the use of
e-learning knowledge as the aspect that directly shaped
the desire to make the most of e-learning behavior. These
causes have also had the largest indirect influence on the
application of e-learning for behavioral purposes. To put it
simply, students’ use of e-learning environments can be
explained mainly by their appreciation of the added
benefit of these environments, which is highly informed
by their interest in web-based experiences and
computer-assisted learning.
It consists of four independent variables, namely
playfulness, teacher, teaching tools, characteristic and
content design; and two belief variables, which is
perceived utility and perceived ease of use and a
contingent variable which is an intention to use e-learning
[27]. These studies indicate that the efficiency of
e-learning programs increases the learners’ efficiency.
Studied e-learning satisfaction among learners in
Pakistan. The findings of this study show that the students
were largely pleased with teaching e-learning systems [3].
These study findings are backed by previous studies, as it
has identified some clear benefits of e-learning programs
that make students more relaxed. The benefits of online
services, for instance, include on-demand training, the
removal of geographic access limitation, the reduction of
travel costs for attendance, and the reduction of the
classroom building and/or repair fees [4].
The estimation of the relative importance of usability
design characteristics in an e-learning curriculum based
on student’s expectations was examined [1]. The studies
have shown that the most important dimension followed
by e-learning system navigation is the quality of
information. The report also showed that system learning
and graphic design were third and fourth in order of
significance in e-learning application usability assessment.
Finally, the least relevant interface areas that influenced
the usability evaluation of the e-learning system were
instructional assessment and system interactivity. This
study’s analytical results help provide programmers and
evaluators with observations, leading to a more efficient
approach to optimizing the usability of the e-learning
environment and consideration such as learning, user-
friendliness, technological technology, usability policy,
community and gender. For student sustainability reasons,
the e-learning website would have superior availability.
The experience and/or lack of experience of the students
in this study may not have much connotation because the
principle of understanding and experience is ultimately at
the same stage, but their satisfaction and expectation are
optimistic in establishing a standard to enhance the
usability features in the development process of the
7610 Impact of Pandemic COVID-19 to the Online Learning: Case of Higher Education Institution in Malaysia
e-learning website.
3. Research Model
The design of the conceptual framework on exploratory
research is built based on the literature. Each has four
independent or exogenous variables. Using Smart PLS
software, the conceptual model for the proposed
framework is developed. Independent variables are the
main factors that will impact online learning effectiveness
in higher education institutions. The dependent variable is
the effectiveness of OL which is the key factor in
generating quality students for higher education. This
demographic contains only whole students for higher
education institutions who create applications
The study was carried out in Malaysia on a random
group of 315 students. First a qualitative analysis was
performed for the higher education institution focused on
interviews and experiences with the students. In higher
learning institutions, a survey questionnaire was
developed based on the conceptual framework and
distributed to the different students. The sample size of
any statistical system has a direct effect on the statistical
strength. In general, to detect the true difference, a
researcher needs a very broad sample size while the
distribution of dependent variables is skewed and the
effect size is minimal. The study [16] recommended the
creation of a model with a sample size of 200 on average.
According to [13], in the case of SEM, the sample size
parameters are influenced by four elements:
misspecification of the model, the scale of the model,
variations from normality, and procedures for estimation.
The influence of sample size can be marginal on the
potential of the model to be reliably calculated to detect
design error if the model incorporates all the relevant
build and indication into the theory. If the model includes
all the theory’s relevant structures and metrics, the
influence of sample size can be marginal on the ability of
the model to reliably calculate design error detection.
PLS-SEM is beneficial when used with small sample
sizes, but some researchers abuse this advantage by
depending on extremely small samples compared to the
population. According to [9], the effect size is 84 sample
size for the sample size using four number of predictors,
so the total sample size used matched the study. The data
obtained from the questionnaire was entered in the
MS-Excell and stored as a.csv file while can be supported
by various statistical tools to perform reliability testing.
The factors defined based on the description in the
conceptual model (Figure 1) were operationalized by four
endogenous and one exogenous and the variable
influencing the software quality. For this research analysis,
one exogenous and the variable that influenced software
quality were operationalized and used to collect the data.
Four independent (exogenous) variables and indicators
were defined for this research study such as acceptance,
usability, satisfaction, and technical competencies on
online learning.
One dependent variable is online learning efficacy since
the conceptual model used exploratory research. Selected
for all indicators were a multi-item, five-point, bipolar
Likert scale ranging from “strongly disagree” (1) to
“strongly agree” (5). For each independent variable, the
item ratings were summed to form a summary rating scale.
However, as this is the first study of its kind inside
exploratory testing, all of the things were explicitly
written for this research. A measurement model and
assessment according to Hair et al., the formal evaluation
parameters follow a two-step process with separate
evaluation of measurement models and structural model.
Next, construct validity should be tested for the
assessment of the reflective measurement model. The
validity of the construct consisting of two important
components is convergent validity and discriminant
validity. The convergent validity assesses factor loading,
composite reliability, and Average Variance Extracted
(AVE) and the discriminating validity evaluates
cross-loading, Fornell, and Larcker and HTMT.
Assessment of Convergent Validity Convergent validity
refers to “the extent to which a measure (indicators)
positively correlates with alternative measures (indicators)
of the same construct”. Table 1 shows the specifics of
each construct used in the conceptual framework and
indicators associated with each construct are listed in the
column named “Item”. First the composite reliability is
verified and any value below the threshold values of 0.7
needs to be assessed. This is established by checking the
indicator reliability values. Any values in the indicator
which is below 0.4 should be removed from the constructs
and any value between 0.4 and 0.6 can be retained if it
increases the AVE and CR values. After removing the
indicators from the constructs, the details of the remaining
constructs and their corresponding convergent validity
scores have met the threshold values for CR > 0.7 and
AVE > 0.5 respectively.
4. Result and Discussion
4.1. Validity and Reliability Tests
Validity and usability assessments were administered to
determine the accuracy and reliability of the questionnaire.
To test the value of the Pearson correlation coefficient at a
meaningful level (α) of 5 percent, a validity check was
carried out. For a 0.05 degree of significance, the test used
one-side steps. The evaluation criteria were 10 if the
instruments were declared true by r count > r table, and; 2)
if the instrument was declared invalid by r count< r table.
The instrument used was correct since all instruments in
 Universal Journal of Educational Research 8(12A): 7607-7615, 2020 7611

the validity test had a r count meaning (α) 5 percent > r
table with a 5 percent meaning.
The evaluation parameters were 1) if the r count >r
table declared the instrument valid; and 2) if the r count <r
table declared the instrument non-valid. Because all
instruments in the validity test had r count meaning (α)
5%>r table with 5% meaning, the instrument used was
valid. The reliability research used Cronbach’s alpha
values for this study that measured the precision of the
measuring instrument. The research instrument was either
correct or reliable in qualifying since Cronbach’s alpha
value was 0.891. The validity and reliability assessments
carried out show the validity of the research instrument’s
reliability.
4.2. Analysis with Smart PLS
Using the Smart-PLS method assisted by Smart PLS
3.0, a model of influential design change factors was built
in the construction projects. Then, the validity and
reliability of the model were evaluated. Then it tested the
validity and reliability of the model. Convergent and
discriminating validity was tested for validity, while the
alpha and composite durability of Cronbach was checked
for reliability. The convergent validity rule of thumb is 1)
the load factor > 0.7 where the lease factor 0.6-0.7 is still
ideal for exploratory work, 2) the load factor > 0.6 and 3)
the mean dependent variance (AVE) > 0.5. For design
modification, Figure 2 shows the smart PLS calculation
model.

Figure 2. Measurement Model of Design Change (Source: Results Analysis with SmartPLS)
7612 Impact of Pandemic COVID-19 to the Online Learning: Case of Higher Education Institution in Malaysia

Table 1. Internal Consistency, Convergent Validity, composite reliability and AVE

Composite
Construct Indicator Loadings Cronbach’s alpha AVE
Reliability
A1 0.775
A2 0.792
A3 0.730
A4 0.547
0.896 0.916 0.553
Acceptance A5 0.643
A6 0.827
A7 0.695
A8 0.838
A9 0.794
U1 0.869
U2 0.823
U3 0.843 0.911 0.931 0.692
Usability
U4 0.726
U5 0.854
U6 0.870
S1 0.796
S2 0.768
S3 0.712
Satisfaction S4 0.837 0.887 0.912 0.597
S5 0.728
S6 0.815
S7 0.742
T1 0.702
T2 0.825
T3 0.759
T4 0.771
Technical Competencies T5 0.812 0.919 0.933 0.610
T6 0.815
T7 0.761
T8 0.854
T9 0.715
E1 0.859
E2 0.843
Effectiveness of Online
E3 0.833 0.891 0.919 0.696
Learning
E4 0.809
E5 0.824

Source: Authors’ estimates based on survey data

The load factor values, Cronbach’s alpha values,
composite reliability values, and AVE values are shown in
Table 2. George and Mallery (2003) stated that with more
than 0.7 (alpha >0.9), Cronbach’s alpha is outstanding. In
the current review, more than 0.9 is excellent. Besides
within the current study set, AVE will be equal to or
greater than 0.5 and composite reliability will be more
than sufficient. In comparison, the discriminative validity
is seen in Table 2. Moreover discriminant validity is
shown in Table 2. Using Smart PLS 3, a structural model
was evaluated after the evaluation of the measurement
model. Direct and indirect effects were analyzed to attain
this objective. Consideration of the route coefficient and
the value “t” verified the hypothesis. Besides it
investigated R-Squared (R2) and quantitative significance
(Q2).
 Universal Journal of Educational Research 8(12A): 7607-7615, 2020 7613

Table 2. Discriminant Validity (HTMT)

Acceptance Effectiveness OL Technical Competencies Satisfaction Usability

Acceptance
Effectiveness OL 0.612
Technical Competencies 0.829 0.753
Satisfaction 0.706 0.806 0.876
Usability 0.740 0.823 0.802 0.844

Table 4. Hypothesis Testing Direct Effects

BCI BCI
Hypothesis Relationship Std Beta Std Error t-values p-values f2 VIF
LL UL
Acceptance 
H1 -0.054 0.117 0.414 0.293 -0.273 0.170 0.003 2.441
Effectiveness OL
Satisfaction 
H2 0.255 0.121 2.102 0.036 0.042 0.500 0.052 3.398
Effectiveness OL
Technical Competencies
H3 0.261 0.197 0.987 0.016 -0.118 0.633 0.026 3.918
 Effectiveness OL
Usability 
H4 0.437 0.182 2.461 0.005 0.006 0.659 0.182 3.000
Effectiveness OL
Note: We use a 95% confidence interval with a bootstrapping of 5,000

4.3. Structural Model
We evaluate multivariate skewness and kurtosis, as
indicated by [14]. The findings revealed that the data
obtained was not multivariate natural, the multivariate
skewness of Mardia’s multivariate skewness (β = 5.115,
p< 0.01) and Mardia’s multivariate kurtosis (β = 62.566,
p< 0.01), so we recorded the path coefficient, the standard
deviations, t-values and p-values for the structural model
using a 5,000 sample, re-sample bootstrapping method
following the recommendations of [14]. It was also based
on the suggestion of [15] that p-values are not a good
criterion for evaluating the validity of the experiment and
proposed that parameters such as p-values, confidence
ratios, and impact sizes be included in a mixture. The
description of the parameters we have used to assess the
established hypotheses as seen in Table 4.
We first tested the influence of the 3 predictors on OL
efficacy. R2 was 0.633, which indicates that 63.3 percent
of the variation in OL efficacy was explained by all 4
predictors. Acceptance (β = -0.054, p > 0.10), Satisfaction
(β = 0.255, p< 0.01), technical competencies (β = 0.261, p
< 0.10) and usability (β = 0.195, p > 0.10). H2, H3, and
H4 were all positively linked to OL efficacy, so H2, H3
and H4 were supported, but H1 are negatively related to
the effectiveness of OL and not significant, thus H1 was
rejected.
accepted from the four hypotheses tested, and the t-value
obtained shows that they are statistically important. This
research also discusses the validity and reliability of the
measures used, and the results indicate strong convergent
validity and discriminating validity. The satisfaction,
usability, and technical competencies are positively
related to the effectiveness of online learning for higher
education institution students. This is supported by [3].
They find that students were satisfied with the e-learning
mode of teaching. Another study conducted by [27] and [1]
has shown that the quality of knowledge is the most
significant dimension followed by the navigation of the
e-learning system. According to [17] and [32], students’
interest in research was increased by an e-learning
program or a website with a harmonious color and context
configuration. The factor of acceptance of student for
online learning negatively affects the effectiveness of
online learning during the MCO because the student used
fully online learning to study for the first time, thus most
of them cannot accept this new norm. Besides that, the
student also may have a certain problem during online
learning such as time management, the environment of the
study, and others that have a major impact on their
acceptance of online learning. The results showed, in
conclusions, that all the theories are backed by empirical
research and by following per under with previous
observations and theoretical context.

5. Conclusions
This study aims is to investigate the effect of pandemic
COVID-19 on the education system of higher learning
institutions by analyzing the hypothesized model i.e.
“Acceptance of Students-Effectiveness Online Learning”
in higher education institutions. Only two constructs are
REFERENCES
[1] Alsherri, A.A., Rutter, and Smith. “An Implementation of
the UTAUT Model for Understanding Students’ Perceptions
of Learning Management Systems: A Study Within Tertiary
Institutions in Saudi Arabia”, International Journal of
7614 Impact of Pandemic COVID-19 to the Online Learning: Case of Higher Education Institution in Malaysia
Distance Education Technologies. Volume 17, Issue 3. pp
123-128, 2015.
[2] Arbaugh, J. B., & Benbunan-Fich, R. “The importance of
participant interaction in online environments”, Decision
Support Systems, 43(3): 853-865, 2007.
[3] Ayub. N and Iqbal, S. “Student Satisfaction with e-Learning
achieved in Pakistan, Asian Journal of Distance Education”,
The Asian Society of Open and Distance Education. ISSN
1347-9008 Asian J D E Vol 9, No 2, pp 26 – 31, 2011.
[4] Bataineh, E. A summary look at Internet based distance
education.2001
[5] Bates, A.W., & Bates, T. “Technology, E-learning and
Distance Education”, Psychology Press, 2005
[6] Benbunan-Fich, R., Hiltz, S.R., and Harasim, L. “The Online
Interaction Learning Model: An Integrated Theoretical
Framework for Learning Networks”, 2005.
[7] Büyüközkan, G., Ruan, D., & Feyziog lu, O. “Evaluating
e-learning Website quality in a fuzzy environment”,
International Journal of Intelligent Systems. 22, 567–586,
2007.
[8] Chiu, C., Hsu, M., & Sun, S. “Usability, quality, value and
e-learning continuance decisions”, Computers & Education,
45, 399-416, 2005.
[9] Green, S.B. “How many subjects does it take to do a
regression-analysis”, Multivariate Behavioural Research,
Vol. 26 No. 3, pp. 499-510 1991.
[10] Govindasamy, T. “Successful im-plementation of
e-Learning; Pedagogical considerations”. The Internet and
Higher Education, 4(3-4), 287-299, 2002.
[11] Harasim, L. “Shift Happens Online Education as a New
Paradigm in Learning”, Internet and Higher Education, Vol
(3), pp 41-61, 2000.
[12] Hart, C. Factors Associated with Student Persistence in an
Online Program of Study: A Review of the Literature.
Journal of Interactive Online Learning, Volume 11, Number
1, pp 19-42.
[13] Hair, J., Anderson, R., Tatham, R.L., & Black, W.C.
Multivariate data analysis, (5th ed.), NJ: Upper Saddle River,
Prentice-Hall. 1998
[14] Hair, J. F., Hollingsworth, C. L., Randolph, A. B., & Chong,
A. Y. L. An updated and expanded assessment of PLS-SEM
in information systems research. Industrial Management &
Data Systems, 117(3), 442–458, 2017a.
[15] Hahn, E.D. and Ang, S.H. “From the Editors: New
Directions in the Reporting of Statistical Results in the
Journal of World Business. Journal of World Business, 52(2),
pp 125-125, 2017.
[16] Hoelter, J. W. (1983). The Analysis of Covariance Structures:
Goodness-of-Fit Indices. Sociological Methods & Research,
11, 325-344, 1983.
[17] Hong, K.S., Lai, K.W., & Holton, D. (2003). Students'
satisfaction and perceived learning with a Webbased course.
Journal of Educational Technology & Society 6(1).
Retrieved January 15, 2004, fromhttp://ifets.ieee.org/period
ical/vol_1_2003/v_1_2003.html.
[18] Hiltz, S. R. “The virtual classroom: Learning without limits
via computer networks”, Norwood, NJ: Ablex, 1994.
[19] Ibrahim R, Leng N S, Yusoff R C M, Samy G N, Masrom S,
Rizman Z I. “E-learning acceptance based on technology
acceptance model (tam)”, J. Fundam. Appl. Sci., 9(4S),
871-889, 2017.
[20] Jurczyk, J., Benson, S. K., & Savery, J. “Measuring student
perceptions in Web-based courses: A standards-based
approach”, Online Journal of Distance Learning
Administration. Retrieved November, 17, 2009, from:
http://www.westga.edu/~distance/ojdla/winter74/jurczyk74.
htm
[21] Johnson, S. D., S. R. Aragon, N. Shaik, and N. Palma-Rivas.
Com-parative analysis of learner satisfaction and learning
outcomes in online and face-to-face learning environments.
Journal of Interactive LearningResearch11 (1): 29–49. 2000.
[22] Kiget, N.K., Wanyembi, G. and Peters, A.I. “Evaluating
Usability of E-Learning Systems in Universities.”,(IJACSA)
International Journal of Advanced Computer Science and
Applications, Vol. 5, No. 8,pp. 97-118, 20.14
[23] Khan,B.H. “A Framework for Web-Based Learning”. In B.H.
Khan (Ed), Web-based Traning. Englewood Cliffs, NJ:
Educational Technology Publications (2001).
[24] Klobas, J. E., & Clyde, L. A. “Learning to use the internet in
a developing country: Validation of a user model”, Libri,
48(3), 163-175, 2010.
[25] Klobas, J. E., & McGill, T. J. “The Role of Involvement in
Learning Management System Success”, Journal of
Computer High Education, 22, 112-134, 2010.
[26] Kort, W., & Gharbi, J. (na). “An experiential approach of
satisfaction in e-learning”, Retrieved July 5, 2008, from
http://www.canavents.com/its2008/abstracts/283.pdf
[27] Lee, B., Yoon, J., & Lee, I. “Learners’ acceptance of
e-learning in South Korea: Theories and results”, Computers
& Education, 53, 1320–1329, 2009.
[28] Mohamed Hussain Thowfeeka, M.H., and Abdul Salamb,
M.N. “Students’ Assessment on the Usability of E-learning
Websites”, Procedia - Social and Behavioral Sciences No.
141.pp 916 – 922, 2014.
[29] Moore, M.G. “Three Types of Interaction”, American
Journal of Distance Education, No.3, Vol 2, pp. 1-7, 1989.
[30] Neuhauser, C. “Learning Style and Effectiveness of Online
and Face-to-Face Instruction”, American Journal of
Distance Education. No.2, Volume 2. Pp. 99-113, 2002.
[31] Quyen Le Hoang Thuy To Nguyen, Phong Thanh Nguyen,
Vy Dang Bich Huynh, Luong Tan Nguyen (2020).
Application Chang's Extent Analysis Method for Ranking
Barriers in the E-Learning Model Based on
Multi-Stakeholder Decision Making. Universal Journal of
Educational Research, 8(5), 1759 - 1766. DOI:
10.13189/ujer.2020.080512.
[32] Ramayah, T., Hwa, C.J. & Chuah, F. “Partial Lease Square
Structural Equation Modeling (PLS-SEM) using SmartPLS
3.0: An Update and Practical Guide to Satistical Analysis”,
Pearson Singapore, 2018.
[33] Rafaeli, S. and F. Sudweeks. `Networked Interactivity',
 Universal Journal of Educational Research 8(12A): 7607-7615, 2020
Journal of Computer-Mediated Communication 2(4), 1997.
[34] Rosenberg, M.J. “E-Learning: Strategies for Delivering
Knowledge in the Digital Age”, McGraw-Hill, New York,
2001.
[35] Russell, L.B. Modelling for Cost-Effectiveness Analysis.
Statistic in Medicine.
[36] Smith G. G., Ferguson, D. & Caris M. “Online vs
face-to-face”, T H E Journal 28 (9), pp. 18-25, 2001.
[37] Sigala, M. Investigating the factors determining e-learning
effectiveness in tourism and hospitality education. Journal
of Hospitality & Tourism Education, Vol. 16, No. 2, pp. 11 –
21, 2004.
[38] Strong, R. “Investigating Students’ Satisfaction with
eLearning Courses: The Effect of Learning Environment and
7615
Social Presence”, Journal of Agricultural Education.
Volume 53, Number 3, pp 98–110, 2012.
[39] Taylor, J. C. (2001). Fifth generation distance education.
e-Journal of Instructional Science and Technology (e-JIST),
4(1), 1-14, 2001.
[40] Umi Kalsom Masrom, Nik Aloesnita Nik Mohd Alwi, Nor
Hazlin Nor Asshidin (2019). Understanding Learners'
Satisfaction in Blended Learning among Undergraduate
Students in Malaysia. Universal Journal of Educational
Research, 7(10), 2233 - 2238. DOI: 10.13189/ujer.2019.071
023.
[41] Zawaideh, F.H.” Acceptance Model for e-Learning Services:
A Case Study at Al-Madinah International University in
Malaysia”, International Journal of Academic Research in
Accounting, Finance and Management Sciences Vol. 7,
No.2, April 2017, pp. 14–20, 2017.